. 53 



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B146-917-10m 



University of Texas Bulletin 

DEPARTMENT OF EXTENSION 
No. 1739: July 10, 1917 



How a Superintendent May Aid His Teachers 
In I _ f-Improvement 

BY 

Leroy Walter Sackett, Ph. D. 

University of Texas 
AND 

Elzy Dee Jennings, M. A. 

Texas Woman's College., Fort Worth 




Published by the University six times a month and entered as 
second-class matter at the postoffice at 
AUSTIN, TEXAS 



'fionograph, 



The benefits of education and of 
useful knowledge, generally diffused 
through a community, are essential 
to the preservation of a free govern- 
ment. 

Sam Houston 



Cultivated mind is the guardian 
genius of democracy. . . . It is 
the only dictator that freemen ac- 
knowledge and the only security that 
freemen desire. 

President Mirabeau B, Liamar. 



D. of D. 

DEC 14 1917 






HOW A SUPERINTENDENT MAY AID HIS TEACHERS 
IN SELF-IMPROVEMENT 

(Presented in something near its present form to the County 
Superintendents Institute, Austin, Texas, July 25, 1917.) 

Introduction 

The preparation of this small bulletin has been inspired by a 
distinct desire to aid the busy County Superintendent in a very 
concrete way in directing the improvement of his teachers and 
their schools. The writers feel that they know the problem both 
from its practical side through wide experience and from its 
scientific side through extended studies into what the world 
has thought and said on the question. In many regards there 
are no absolute standards of perfection and choice must be 
made among many excellent suggestions. In the opinion of 
some, no doubt, the best has not been set forth. When an am- 
bitious but somewhat untrained superintendent goes into schools 
of modest equipment manned by teachers who often have had 
only a limited experience and a small amount of professional 
training, the possibility of realizing concrete ideals is limited. 

Few people appreciate the difficulties of a country school 
teacher and fewer still the dangers she encounters. Even teach- 
ers themselves many times do not realize that there are so many 
things inherent in the profession which make for the degenera- 
tion of their own minds.* 

Paradoxical as it may seem, the act of teaching and devel- 
oping the minds of others is found to be detrimental to the 
growth of the teacher's own mental powers. Many teachers 
may realize this vaguely in that sense of longing or hunger for 
comparison with others, for knowledge of just how they are 
getting along and just where the weak places are in their work. 
Other people may see it even more clearly when the teacher 
has settled into a rut of self-complacency looking upon all pro- 



♦Sackett, L. W., Professional Retardation: The factors inherent 
in the teaching profession which malces for mental retardation. 
Amer. Sch. Board Jr. June 1915. 



4 University of Texas Bulletin 

posed changes of matter or method as fads of uneircumcised 
trouble makers. The old prayer of Robert Burns about seeing 
ourselves as others see us is partly answered in these pages 
and by the plan here proposed. The success of the plan depends 
upon at least two things: 

First, the courage of the visiting superintendent to check in 
a friendly and unbiased way a true picture of things as he 
sees them. 

Second, upon the willingness of the teacher in charge to ac- 
cept the judgment at its face value and to study the scoring 
to find her own weak points and her most urgent lines of im- 
provement. 

As to the first, the County Superintendent must realize that 
among the numerous details of running his office there rises one 
very prominent peak of obligation, — that of being the profes- 
sional expert of his county. It is his chief duty and should 
be his greatest study. Out of the maze of financial, attendance, 
and other administrative details he must rise to establish ideals 
of educational method and to safeguard hygienic conditions of 
school pupils. Despite the fact that his is a political office he 
must stand ready to approve excellence and criticise inferiority 
with equal candor. The little children of Texas' schools demand 
it of him, and have none other to whom they can appeal. He 
should resign at once if he has not the courage to tell a certain 
teacher that she scores lowest in the county or a school board 
that its plant ranks 56th in a graded series of 60 schools in the 
county, when these are found to be the facts. 

The second condition would need no comment or elaboration 
if it were not that those teachers who need most greviously such 
a profeasional auditing will be least willing to accept the verdict 
gracefully and without unwarranted boasting or resentment. 
Possibly no more hopeless situation exists in the modern school 
systems than that of the experienced teacher with a poor 
method entrenched in the rural school system and unwilling to 
study for self improvement. Until such teacher dies, or resigns, 
or is dismissed, or can be peacefully chloroformed with a pro- 
fessional pension, there is little hope of relief. 

Fortunately there are not many such and it is firmly believed 



Aids for Teachers in Self-Improvement 5 

tliat rural teachers are anxious to have definite guidance in their 
own improvement and that they will welcome such a tangible 
plan as the one discussed below when it is administered in their 
interest and not as a means of dignified fault finding. 

THE PLAN 

The plan here proposed should be carried out in the fol- 
lowing steps, its greatest effectiveness depending upon the care 
with which each part of the process is executed. 

1. It is essential, first of all, that the superintendent study 
the schedules in the appendix and the description of the several 
items therein contained. He should adjust his ideals of school 
conditions to those set forth in the bulletin or clearly state on an 
insert just wherein they differ. The important thing, in addi- 
tion to having high ideals of school work and equipment, is that 
the teacher may be made aware of just what those ideals are 
and the exact points upon which she is being graded. This 
constitutes the Superintendent's preliminary preparation before 
he goes out to visit the schools and before he begins to pass 
judgment upon the conditions found. It means hours and days 
of hard work but is no more than the preparation he has the 
right to expect of those whom he is supervising. A few days 
preliminary practice with schools outside his jurisdiction is 
strongly urged. It will be time and money well spent. 

2. The second step is for the Superintendent to carry the 
bulletin into the school room and there begin the grading of 
the teacher and general school environment as described in the 
first schedule on "Efficiency of Teaching." Carbon paper 
should be used so as to make duplicates. The plan recom- 
mended is to take each of the ten items separately checking 
the position of the teacher on that as a scale of excellence. 
A teacher will probably be high in some and lower in others. 
Rarely will one be found "Excellent" in all or "very poor" 
in all. Each degree of excellence is indicated by the number 
at the head of the column. If decision can not be made as to 
just where to place the teacher, the mark may be placed between 
two of the steps and its value indicated by an odd rather than 



6 University of Texas Bulletin 

an even digit. For example on "The room," the condition of 
the air may have a faint trace of stuffiness but otherwise the 
room may be neat and well arranged. This might be checked 
between "good-fair" and "fair-poor" and take the score "7." 
By "neat and well arranged" the Superintendent must under- 
stand as consistent with good working conditions. Even after 
recording the judgment of each of the rubrics, there should be 
no hesitation in changing the judgment concerning any point 
if later observation seems to indicate that first impression re- 
sulted in too high or too low grading on that item. The sum 
of the grades of the ten items will be the grade on a percentage 
basis of the teacher's eificiency. No standard grades can be 
given. Each Superintendent must establish standards for him- 
self. With a similar method, Jennings found in his Dallas 
School Survey that the teacher who graded above 90 per cent 
might be considered "Excellent" in general efficiency. Those 
whose grade was below 70 per cent were only fair bordering 
on inefficiency. Even this latter group need not be eliminated 
or even admonished or reprimanded. They may need encour- 
agement and just the assistance which this bulletin and plan is 
designed to give. If on later examination there is no apparent 
effort towards improvement more drastic action may be con- 
sidered. 

In like manner the school plant may be graded on the twenty- 
five items listed and this time on each of the four points under 
each item, as to whether or not it is present or absent. There 
are one hundred points listed. Each counts one point if it is 
there. The Score is the Sum of the points checked as being 
present. Probably no school will have a perfect record, A 
few will score high, a few very low, but a majority will fall in 
the median position. In this also the Superintendent should 
use the greatest care and fairness. If the thing is there but in 
a somewhat unsatisfactory condition it may be scored one-half 
point. The whole object must be to reward efforts which have 
been made in the past and to stimulate further effort towards 
improving school conditions. 

3. The Superintendent then after entering the name of the 
teacher, the school and the date should tear out the originals of 



Aids for Teachers in Self -Improvement 7 

the two schedules for his own office files leaving the carbons 
attached. The bulletin so marked and labeled should be handed 
to the teacher with whatever other words of encouragement 
or criticism the Superintendent may feel like giving. A word 
directed to the items in the schedules needing adjustment should 
be given in such a way as to leave no doubt in the mind of the 
teacher that his only motive is to help and to direct in her own 
improvement, rather than to find fault with her efforts. 

4. The next step is made by the teacher who should study 
the whole plan and her own shortcomings in the light of the 
ideal conditions set forth in the paragraphs describing the 
schedules. Here is where the teacher gets the answer to her 
"Bobbie Burns" prayer. No one need admonish the teacher to 

'do this. She will reread it many times and it will begin to 
show in her daily work. Not many weeks will pass till she 
will be wanting the Superintendent to come again and see how 
she has improved conditions. It gives here, for the first time, 
an insight into the conditions upon which she is being judged. 
It is fair to her and she will respond to it. Many a teacher 
has "failed" and been dismissed without ever being told either 
before or afterwards the reasons why her work was unsatis- 
factory. The greatest astonishment probably will be for the 
teacher to discover that some of her highest ideals of teaching, 
those she has rested upon in serene satisfaction, ,are being 
marked "fair" or "poor." If she takes it as a matter of 
persecution by a superintendent who "thinks he knows it all"" 
there is little hope for her improvement. Few will take that 
attitude. Most are hungry for definite, tangible lines of im- 
provement and they will strive for better success. The teacher 
may even grade herself from day to day on the same score 
cards used by the Superintendent. Her progress will depend 
upon the thoughful integrity she exercises in this little game 
of pedagogical solitaire. She should not be over-indulgent with 
herself nor should she provoke a disturbing professional con- 
science. 

5. The next step should be for the teacher to tear out the 
schedule of "Teaching Efficiency," which is personally and 
confidentially her own and give the bulletin with the marked 



8 University of Texas Bulletin 

schedule of the "School Plant" to the chairman of the local 
school board. Again the bulletin will be read by the board 
members with intimate interest, and no doubt will become a 
part of their permanent record to figure in the next board 
meeting and in the next annual budget. 

6. When the year's visitation is done and reports from all 
schools are on file, a secretary in the Superintendent's office 
should figure the ranking of each teacher and each school. A 
special letter should be sent to each teacher telling her hei 
rank among the teachers of the county. Another to each school 
board should tell them the rank of their School Plant and of 
their whole school in general all things considered. A school 
board should be told their true status in relation to the other 
schools of the county. If they are superior let them enjoy the 
satisfaction of their supremacy. If they belong in the lowest 
10 per cent, special pressure should be brought to bear and 
probably will be if the community is apprised of the facts. 

No attempt should be made to compare schools in different 
counties as the standards of grading of two superintendents 
might be so much at variance as to render results incompar- 
able. This is especially true concerning the schedule on Effi- 
ciency of Teaching. It is not to be supposed that the variation 
of the Superintendent's judgment from day to day will ma- 
terially affect the figures for the comparison within the county 
though this should be guarded against. 

7. The last step in the recommendations of this plan is for 
the County Superintendent to use the same schedule again next 
year carrying with him the old markings and after checking 
«p the school again in the original way make comparisons, 
noting improvements and finding the reasons why certain other 
things have not yet been brought up to standard. A few years 
of this careful work will show lines of improvement which might 
not be attained in decsdes of the general desultory directions 
and admonitions. 

The question of the school survey is but one aspect of the 
general propaganda of efficiency which has done so much in the 
economic world to eliminate waste and bring industrial plants 
to their highest productiveness. It is beyond the experimental 



Aids for Teachers in Self-Improvement 9 

stage. It appeals to the business integrity of business men on 
school boards. The plan here outlined embraces but a few 
phases of what a survey ought to involve. The object is more 
to stimulate self-improvement than to tabulate conditions for 
statistical purposes. When this abbreviated form has demon- 
strated its effectiveness the authors will be ready to make fur- 
ther suggestions. 

Interpretation op "Schedule A" on Efficiency 
OF Instruction* 

Note: "Fair" is most often found and is used to begin 
each observation with varying grades towards excellent and 
poor. 

1. The Boom. The degree of "stuffiness" of the air should 
be observed upon entering and upon leaving the room. If no- 
ticeable at all mark not above "Fair"; if not noticeable mark 
"Good"; if invigorating mark "Excellent"; if depressing mark 
"Poor." Mark "Fair" if the room is bare but neat; "Good" 
if neat with well ordered furniture and decorations ; ' ' Marked ' ' 
if all things are unusually attractive on account of skill in 
the selection of colors, pot plants, etc.; "Poor" if bare and 
littered; "Lacking" if bare, littered, dark and uncomfortable. 

The freshness or foulness of the air of a room is only no- 
ticeable when one enters the room and detects the "stuffy" 
sensation or when one steps out and notices the extreme invig- 
orating character of outside air. It can not readily be noticed 
while one is within for any great length of time. In like 
manner the neatness, cleanliness and decorations in the way of 
pictures, pot plants, etc., would influence the scoring. The 
latter in particular must be judged as to color selection, ar- 
tistic arrangement and appropriateness. Exceptional skill may 
be difficult to standarize but not so difficult to appreciate. Lack 
of taste is shown when neatness and cleanliness are neglected 



♦"Schedule A" and the specific directions for using were taken 
from Mr. E. D. Jenning's "Report to the Dallas School Board on the 
Teaching of Mathematics and English in the Elementary Schools. 
1915." 



10 University of Texas Bulletin 

and when decoration is either neglected, or badly done, or 
•over-done. 

2. The Teacher. Mark "Fair" if the teacher is of fair 
liealth, comely, neat of dress and has a clear voice; "Good," if 
of good health, beautiful, dignified, neatly dressed, and has a 
clear and pleasing voice; "Excellent" if with all the above is 
vigorous, poised, quiet, systematic, and with a voice of the proper 
pitch; "Poor" if of poor health, homely, slovenly dressed, irri. 
table, and with a harsh or indistinct voice. 

Remember that every person may be beautiful or homely in 
their own way. The question is not one of conformity to any 
classic models but of how well the teacher realizes her own 
possibilities of pez^sonal attractiveness. Likewise there are no 
•standards for health. The teacher who is vigorously well is 
•"excellent." The one who is just not sick is "fair." The 
-wan or sallow complected must be marked "poor." Care in 
'dress also marks a good teacher as much as her ability to con- 
duet a recitation. 

3. Companionship. Mark "Fair" if three of the following 
attributes are present in both teacher and pupils: friendly, 
sympathetic, co-operative, tolerant, courteous. Mark "Good" 
if four are present; "Excellent" for five; "Poor" for two; 
"Wanting" for only one. Nothing is really gained by the 
teacher who maintains a cold aloofness towards her pupils. 
Observe the general atmosphere and not just the relation to 
a few pupils. The five terms noted are not exclusive in their 
connotation but represent prominent characteristics. None of 
them exclude the element "firmness" as they are often thought 
to do nor do they in any way endanger ultimate authority in 
discipline. They may even prevent the strained relations which 
make discipline necessary. Note that all, with the possible ex- 
ception of "tolerance" must be present in teacher and pupils 
if present at all. 

4. Discipline. Mark "Fair" if the teacher succeeds in cor- 
recting any misconduct; "Good" if no misconduct occurs; "Ex- 
cellent" if pupils show any initiative in keeping proper order; 



Aids for Teachers in Self-Improvement 11 

"Poor" if teacher fails in effort to correct misconduct; "Want- 
ing" if misconduct is continually occurring without the teacher 
taking notice. That control of a school is best which is ac- 
complished without the teacher having occasion to caution or 
correct. It is poor in two extremes, viz. : first, where the teacher 
reigns supreme as a feared overlord ; second, where the children 
are forming habits of disorder with the teacher not seeing it, 
or taking an ineffective attitude in reference to it. Records show 
that teachers fail in this more than for any other cause; also 
that abiding impressions for character and ambition are here 
made more frequently than in the teaching of school subjects. 

5, Study Classes. Mark "Fair" if the pupils not reciting 
seem busy; "Good" if the teacher gives them any systematic 
directions; "Excellent" if the systematic directions lead the 
pupil to put forth his own efforts; "Poor" if the unity of the 
class reciting is permitted to be broken by individuals in the 
class studying; "Wanting" if students are permitted to be 
idle when not in the class reciting. Do not mistake interest 
in and attention to the reciting class for idleness. It may be 
the best schooling the pupils will ever have to listen to the 
other class reciting. Consistent with the mastery of his own 
lessons this is not only allowable but desirable. Much of the 
excellence of this phase of the teacher's success depends upon 
her skill in carrying out the next item. 

6. Assignment. Mark "Fair" if made clear and distinct 
without comment. "Good" if it is given its proper connection 
with the lesson preceding; "Excellent" if curiosity is aroused 
in the pupil's mind that will lead him to study the new lesson 
with interest; "Poor" if merely assigned by pages. The proper 
time for assignment of the next day's work is at the beginning 
rather than at the close of the recitation period. Then one 
is not hurried and the pupils have a chance to see today's work 
in relation to both the past efforts and future aims. It fur- 
thermore sets the aim of the present recitation. Without ade- 
quate assignment pupils waste time and can get no system in 
their work. With proper assignments they have interest and 



12 University of Texas Bulletin 

know how to satisfy that and meet the requirements of the next 
day. 

7. Method. Mark "Fair" if the movement of the pupils 
seems slow and the directions of the teacher indefinite or confus- 
ing; "Good" if the class recitation moves through without serious 
delays ; ' ' Excellent ' ' if everything moves through properly with 
no unnecessary talking and ill-adapted devices; "Poor" if the 
teacher talks too much and uses poorly adapted devices; "Want- 
ing" if the teacher fails to get responses. No commercial busi- 
ness could be run with profit with the loss of time and energy 
found in most school rooms. The teacher should actually time 
herself in getting started after recess, in sending a class to the 
black-board, etc., remembering that four minutes lost by thirty 
pupils is equivalent to a total loss of two hours time. Here is 
where drill in the routine phases becomes important. 

8. Knowledge. Mark "Fair" if pupils seem to be getting 
only a fair understanding of the lesson. "Good" if they re- 
spond readily to thoughtful questions; "Excellent" if they dis- 
cuss logically the subject-matter; "Poor" if rote memory only 
is partially aroused by leading questions; "Wanting" if the 
teacher fails to get responses. The teacher's knowledge is sup- 
posed to be adequate before she enters the school. The test is 
not whether she is displaying and repeating valuable informa- 
tion but whether the children are being mentally awakened and 
developed. One should really not teach geography, history, 
etc. but should use these subjects to teach and train children. 
Success is measured by their action rather than by the teach- 
er's action. 

9. Appreciation. Mark "Fair" if the students assume the 
silent attitude of attention most of the time; "Good" if they 
ask eager questions, or show a desire to do so; "Excellent" 
if they volunteer appreciative expressions or show them in their 
faces; "Poor" if they seem indifferent; "Wanting" if the.y 
seem bored or disgusted. This is less tangible but no less im- 
portant. Even drill in the multiplication table may portray 
expression. In this the teacher is judged by the pupils' atti- 



Aids for Teachers in Self-Improvement 13 

tude, whereas in the above she was judged by the pupils' ac- 
complishment. Success in this keeps children in school longer 
and makes each unit of time more valuable. 

10. Results. Mark "Fair" if the pupils show a fair ability 
to apply the principle of the lesson in writing, reading, figuring, 
or speaking; "Good" if they are quick to respond in review, 
etc.; "Excellent" if they showt any permanent effect upon 
habits of thought and action; "Poor" if they show immediate 
f orgetf ulness ; "Wanting" if they seem unable to profit in any 
way by former teaching. Results observed here are not those 
revealed in the examination papers but those evident from day 
to day in the general conduct of the child on playground, at 
study, and in class. 

Interpretation^ of "Schedule B" on the School Plant 

General Explanation: The following is a brief interpre- 
tation of the points to be considered in judging a school plant. 
In the scheme there are 25 rubrics each of which has 4 subdi- 
visions with each of such divisions considered worth 1 per cent. 
These may be checked "1," "y2," "i/4," etc., according to the 
conditions found in the survey. No attempt has been made to 
determine or estimate the relative importance of the different 
items. That is, no one knows whether it is more important to 
have a well drained yard or a well equipped laboratory. All 
are considered equaly important. The total will be the score 
of the school plant, on the basis of one hundred per cent. 
Some of these, of course, the teacher is not responsible for and 
can not control, but in many cases her influence can bring 
marked improvement, and her ultimate success depends upon • 
these improvements being made under her direction. 

I. Hygiene : 

1, Location: The highest point in town, or at least a point 
higher than the immediate vicinity and not closed in by build- 
ings or other obstructions; not on a dusty street or in range 
of factory smoke; away from street car lines and noisy ma- 



14 University of Texas Bulletin 

chinery; in a healthful and moral environment, preferably in 
a respectable home settlement or in a native grove. 

2. Soil: Mixture of gravel and sand with no free clay; 
free from decayed animal or vegetable matter; well drained in 
at least two directions from the building; free from noxious 
ground air such as would arise from a subsoil filling of trash 
and garbarge. 

3. Capacity: Buildings should be ample for present needs 
and capable of meeting future needs till the material is well 
worn; grounds should be ample for all present and future 
needs for play, gardening, trees and artistic effect. 

4. Water: Should come from spring or deep well; should 
be pure for drinking purposes; should be abundant for drink- 
ing, cleaning, irrigation of flowers, etc.; should be properly in- 
spected and reported upon every few weeks by teacher or other 
sanitary expert. 

5. Toilets: Should have plenty of direct sunlight; should 
be well screened and ventilated with air vent at the floor; con- 
crete or matched board floors and porcelain receivers; one seat 
to each fifteen girls and a seat and a urinal to each thirty boys. 

6. Cloak Booms: With direct sunlight; heat for drying; 
ventilated with duct above the racks leading out of the building ; 
situated at the teacher's end of the room. 

7. Passages: Should be wide enough to allow marching 
lines; well lighted with no dark ends for junk; convenient to 
each room; unobstructed by chairs, racks, stoves, fuel, etc. 

8. Floors: Should be swept with hair broom and room 
dusted with oiled cloth, or cleaned with vacuum cleaner; per- 
fectly smooth with no cracks or splinters; well and frequently 
oiled; disinfected often with formaldehyde and daily with floor 
sweep. The presence of a straw broom or feather-duster will 
be sufficient warrant for marking all four points zero. 

9. Sittings: Should be single seats and desks, adjustable 
for seat desks and desk inclination; should be adjusted to the 



Aids for Teachers in 8 elf -Improvement IS* 

child, seat about 2/7 and desk about 3/7 of his height, inclina- 
tion about 2214 degrees for book rest and about 15 degrees for 
writing; edge of seat to overlap seat of proper width about 2 
inches. For even one seat to violate these conditions is fatal 
to the score. Probably there is no greater crime against child- 
hood than to hang a child all day on a seat too high for him 
or to compress him into one too small. Fit the seat to hiS' 
body as carefully as you would fit a garment. 

10. Lighting: Should come from one side only; bottom of 
window should be high, top. not more than 6 inches from ceil- 
ing ; should fall on pupil 's left ; window space about 1/5 of 
the floor space for dark days and adjusted with blinds to re- 
duce the amount on bright days. 

11. Heating: Heated by steam, hot air, hot water, or prop- 
erly installed jacketed stove; should be evenly distributed over 
the house and especially over the rooms ; easily regulated by the- 
teacher in charge; well understood and properly managed by 
the janitor. Three or four inexpensive thermometers distrib- 
uted over each room will indicate whether results are being' 
achieved. 

12. Ventilation: Air introduced pure and unbaked; humid- 
ified by the introduction of steam or vapor into the entering 
duct ; properly distributed by some sort of forced system ; sup- 
plied at the rate of 30 cubic feet per child per minute without 
draft. One should ventilate for pure air supply and not as a 
device of temperature control. Many times a cold room needs 
ventilation more than a warm one. 

II. Equipment : 

13. Laboratory: There should be selected and sufficient 
amount for all subjects taught which can and should use ap- 
paratus; supplies should be properly arranged for each sub- 
ject; ventilated so as to prevent gases from chemical experimen- 
tation from escaping into the rooms; counters, shelves, bottles,, 
etc. kept scrupulously clean, conveniently arranged, and prop- 
erly labeled. 



16 University of Texas Bulletin 

14. Library: Should have large reading room or have am- 
ple reading space at tables; contain latest dictionaries and 
cyclopedias; duplicate copies of texts and enough copies of sup- 
plementary sets for the large classes; single copies of books for 
general reading for teachers, patrons, and for children of the 
ages enrolled, with an effective system of charging out. Where 
the school is in range of a public library and has active con- 
nection with it, these items may be considered satisfied. Results 
in effective school work with the formation of reference and 
reading habits are all that is desired. "Whatever school ma- 
chinery accomplishes that is satisfactory, but it takes some well 
worked system to accomplish it. 

15. Auditorium: Situated on the first or second floor with 
fire escape exits; furnished with dressing rooms, stage, movable 
chairs, etc. ; well and attractively finished ; capacity suitable for 
assembly and social center work. 

16. Drinking facilities: Bubbling fountain with automatic 
shut-off, or individual drinking cups; container made of non- 
corosive material and properly cooled; separate for boys and 
girls and convenient to playground and gymnasium ; waste prop- 
erly drained off. The medical injunction of good water ex- 
ternally, internally and eternally should be followed. Proper 
growth and health can not be expected in young human shrubs 
which are not properly watered. 

17. Blackboards: Should be of slate, ground glass, or hylo- 
plate; should cover at least a side and an end in a strip 3 feet 
wide; bottom to come to the average child's waist line; screened 
chalk troughs at the bottom. Free chalk dust becomes disease 
laden and is a mechanical irritant to the air passages in breath- 
ing. Laws now prevent dust in factories and mines. Schools 
should not wait to be compelled. 

18. Recreation: Ample grounds for organized play; well 
kept flower garden as outside decoration; rest room which may 
be kept quiet for pupils and teachers; equipment of play ap- 
paratus in good repair and properly supervised. 

19. Miscellaneous: Teacher's desk and chair in each room; 



Aids for Teachers in Self -Improvement 17 

clock in each room visible to both pupils and teacher; piano, 
organ, or victrola; community museum of local industries and 
products. 

III. Aesthetic : 

20. Grounds: Trees arranged so as to furnish shade and 
not obstruct play activities; walks to out-houses and to exits 
from grounds; free from weeds or rubbish; under the care in 
vacation of some responsible person or committee. Attention 
to some of these things will go far towards inspiring community 
pride and thus giving a type of training too often negected in 
the home. 

21. Finish of buildings: Should be in good repair; of ex- 
cellent workmanship; best quality of material; artistically de- 
signed to set off the surrounding landscape. 

22. Decoration: Inside finished in light buff with no gloss; 
ceiling lighter than the walls; window shades yellow or green; 
pictures and pot flowers harmonizing with other interior deco- 
ration. 

TV. Economics: 

23. Materials: Brick, stone or good quality of wood; ap- 
propriate for the use; inexpensive after other considerations; 
materials that can be easily obtained for repairs. 

24. Utility of space: Proper shape to secure light; not more 
than two stories above basement; ceilings not more than 14 
feet high; convenient for passing of lines and school work. 

25. Repairs: Made immediately; with proper material and 
the "patch" concealed; good workmanship; supervised in a 
business-like manner. 

[Extra copies of "Schedule A" and "Schedule B" printed 
separately, in pads of one hundred each, may be obtained from 
the University Co-operative Society at 50 cents per pad.] 



SELECTED BIBLIOGRAPHY 

Bennett, H. E. School Efficiency, Ginn & Co., Dallas. $1.25. 
A recent and very excellent treatment. 

Kendall & Mirick. How to Teach the Fundamental Subjects, 
Houghton Mifflin Co., Chicago. $1.40. 
A practical treatment based on experience. 

Freeman, F. M. The Psychology of the Common Branches, 
Houghton Mifflin Co., Chicago, 111. 
Treatment based mainly on scientific data. 

Rapeer, L. W. and Others : Teaching Elementary School Sub- 
jects, Scribners, Chicago, 111. 
A compilation of treatments by several authors all experts in 
their field. 

Sandwick, R. L. How to Study and What to Study, D. C. 
Heath & Co., Chicago, 111. 
An excellent little treatise on the relative value of subjects 
and the approach to them. 

Whipple, G. M. How to Study Effectively, Public School Pub- 
lishing Co., Bloomington, 111. 
A brief manual for those who would direct themselves or 
others in proper methods in mental work. 

Wilkinson, W. A. Rural School Management, Silver, Burdett 
& Co., Chicago, 111. 
The newest and probably the best treatment on the subject. 



SCHEDUIjE b. 

The School Plant. 

Note: 100 Rectangles=100% — Mark 1% for each. 
I. The Plant Should be Hygienic (12 rubrics, 48%) 



1. Location 


High 


Dustless 


Noiseless 


Hygienic 
environment 


2. Soil 


Porous 

Present needs, 
Buildings 


Native 

Future needs, 
Buildings 


Drained 


Non-gaseous 


3. Capacity 


Present needs, 
Grounds 


Future needs. 
Grounds 


4. Water 


Source 


Character 


Amount 


Properly in- 
spected 


5. Toilets 


Sun light, 
Ventilated 


Screened, 
Disinfected 


Properly Con- 
structed 
Ventilated 


Situation, 
capacity 


6. Cloak- 
room 


Lighted 


Heated 


Situation 


7. Passage 
and halls 


Wide 


Lighted 


Convenient 


Unobstructed 


8. Floors 


Well kept 


Smoo'th 


Oiled 


Disinfected 


9. Sittings 


Single 


Adjustable 
High 


Adjusted 


Spaced 


10. Lighting 


Unilateral 


To left 


Sufficient 


11. Heating 


Character 


Distributed 
Humidity 


Regulated 


Managed 


12; Ventila- 
tion 


Nature 


Distributed 


Sufficient 



II. It Should Be Well Equipped (7 rubrics, 28%) 



13. 


Labora- 
tory 


14. 


Library 


15. 


Auditor- 
ium 


16. 


Drinking 
facilities 



17. 

is: 

19^ 



Black- 
board 



Recrea- 

'tion 



Miscel- 
laneous 



Sufficient 



iWell kept 



Read, room 



Situation 



Ref. works 



Furnished 



Bubbling foun- 
tain or indi- 
dividual cup 



Material 



Playgrounds 



Teacher's desk 
and chair 



Cooled 



Amount 



Flower gar. 



Clock 



Ventilated 



Sup. read'g. 



Finished 



Convenient 



Situation 



Lunch room 



Piano and 
organ 



Arranged 



Gen'l. reading 



Capacity 



Care of waste 



Care, use 



Play appar. 



Museum 



III. It Should Be Aesthetic (3 rubrics 12%) 


20. 


Grounds 


Trees 


Walks 


Clean 


Care 


21. 


Finish 


Condition 


Workmanship 1 Material 


Design 


22. 


Decoration! Walls 


Ceilings 1 Shades jPictures 


IV. It Should Be Economical (3 rubrics 12%) 



23. Materials 



24. Space 



25. Repairs 



Durable 



Proper shape 



Made imme- 
diately 



Appropriate 



No. stories 



Prop, mater'l. 



Inexpensive 



Ht. of ceil. 



Good work- 
manship 



Remediable 



Arrangement 



Supervision 



School. 



Teacher- 
Grades. 



Date Signed. 



SCHEDULE B. 
The School Plant. 

Note: 100 Rectangles=100% — Mark 1% for each. 

I. The Plant Should be Hygienic (12 rubrics, 48%) 



1. Location 


High 


Dustless 


Noiseless 


Hygienic 
environment 


2. Soil 


Porous 


Native 


Drained 


Non-gaseous 


3. Capacity 


Present needs, 
Buildings 


Future needs, 
Buildings 


Present needs. 
Grounds 


Future needs. 
Grounds 


4. Water 


Source 


Character 


Amount 


Properly in- 
spected 


5. Toilets 


Sun light. 
Ventilated 


Screened, 
Disinfected 


Properly Con- 
structed 


Situation, 
capacity 


6. Cloak- 
room 


Lighted 


Heated 


Ventilated 


Situation 


7. Passage 
and halls 


Wide 


Lighted 


Convenient 


Unobstructed 


8. Floors 


Well kept 


Smooth 


Oiled 


Disinfected 


9. Sittings 


Single 


Adjustable 


Adjusted 


Spaced 


10. Lighting 


Unilateral 


High 


To left 
Regulated 


SutRcient 


11. Heating 


Character 


Distributed 


Managed 


12. Ventila- 
tion 


Nature 


Humidity 


Distributed 


Sufficient 



IL It Should Be Well Equipped (7 rubrics, 28%) 



13. Labora- Sufficient 
tory 1 


Well kept 


Ventilated 


Arranged 


14. Library 


Read, room 


Ref. works 


Sup. read'g. 


Gen'l. reading 


15. Auditor- 
ium 


Situation 


Furnished 


Finished 


Capacity 


16. Drinking 
facilities 


Bubblingfoun- 
tain or indi- 
dividual cup 


Cooled 


Convenient 


Care of waste 


17. Black- 
board 


Material 


Amount 


Situation 


Care, use 


18. Recrea- 

'tion 


Playgrounds 


Flower gar. 


Lunch room 


Play appar. 


19. Miscel- 
laneous 


Teacher's desk 
and chair 


Clock 


Piano and 
organ 


Museum 



HI, It Should Be Aesthetic (3 rubrics 12%) 



20. Grounds 


Trees 


Walks 


Clean 


Care 


21. Finish 


Condition 


Workmanship 
Ceilings 


Material 


Design 


22. Decoration 


Walls 


Shades 


Pictures 



IV. It Should Be Economical (3 rubrics 12%) 



23. Materials 


Durable 


Appropriate 


Inexpensive 


Remediable 


24. Space 


Proper shape 


No. stories 


Ht. of ceil. 


Arrangement 


25- Repairs 


Made imme- 
diately 


Prop, mater'l. 


Good work- 
manship 


Supervision 



School. 



Teacher 

Grades Date- 



Signed. 



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LIBRARY OF CONGgS • 

020 975 545 2 



